cover
Contact Name
Muhammad Ihsan
Contact Email
ihsan@iainpalopo.ac.id
Phone
-
Journal Mail Official
jurnal.iqro@iainpalopo.ac.id
Editorial Address
-
Location
Kota palopo,
Sulawesi selatan
INDONESIA
IQRO: Journal of Islamic Education
ISSN : 26222671     EISSN : 26223201     DOI : -
Core Subject : Education,
IQRO: Journal of Islamic Education is a peer-reviewed scholarly online journal. The IQRO is published twice in July and December. IQRO welcomes every paper on Islamic education and applications in the domain of islamic education: original theoretical work, literature review, research reports, curriculum, learning e
Arjuna Subject : -
Articles 3 Documents
Search results for , issue "Vol 3, No 2 (2020): DESEMBER 2020" : 3 Documents clear
Improvisasi Pembelajaran Pendidikan Agama Islam Pada Masa Transisi Dinil Abrar Sulthani
IQRO: Journal of Islamic Education Vol 3, No 2 (2020): DESEMBER 2020
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v3i2.1685

Abstract

AbstractThis article was written to explain the importance of improvising learning during the transition period. The transition period brings changes in all lines of human life, including in the field of education. Educational institutions need to organize interesting learning and creations for students. The effort made is learning improvisation. In learning Islamic Religious Education, teachers need to improvise learning so that teaching materials are accepted by students easily. This article aims to review various improvisations that can be carried out by education providers. This thought writing uses the literature method with a qualitative descriptive analysis approach. The results of this study emphasize; 1) Islamic Religious Education means the concept of religious teachings that every student needs to learn, 2) Islamic Religious Education material should be made attractive during the transition period, and 3) Learning Islamic Religious Education requires the meaning of evaluation which is oriented towards the study and analysis of the teaching and learning process. The conclusion of this article that learning improvisation can be carried out by; 1) Packaging the material simply, 2) Providing learning feedback, and 3) Confirming the learning process of students. Keywords : Transition period, improvisation, Islamic Religious Education, Student  AbstrakTulisan pikiran ini dibuat untuk menjelaskan pentingnya improvisasi pembelajaran pada masa transisi. Masa transisi membawa pengaruh perubahan bagi semua lini kehidupan manusia, termasuk dalam bidang pendidikan. Lembaga pendidikan perlu menyelenggarakan pembelajaran yang menarik dan kreasi bagi peserta didik. Upaya yang dilakukan adalah improvisasi pembelajaran. Dalam pembelajaran Pendidikan Agama Islam, guru perlu melakukan improvisasi pembelajaran agar materi ajar diterima peserta didik dengan mudah. Tulisan ini bertujuan untuk mengulas berbagai improvisasi yang dapat dilaksanakan oleh penyelenggara pendidikan. Tulisan pikiran ini menggunakan metode kepustakaan dengan pendekatan kualitatif analisis deskripsi. Hasil dari kajian ini menekankan pada; 1)Pendidikan Agama Islam bermakna pada konsep ajaran agama yang perlu dipelajari oleh setiap peserta didik, 2)Materi Pendidikan Agama Islam hendaknya dibuat menarik pada masa transisi, dan 3)Pembelajaran Pendidikan Agama Islam mensyaratkan makna evaluasi yang berorientasi pada kajian dan analisis dari proses belajar mengajar. Kesimpulan tulisan ini improvisasi pembelajaran dapat dilaksanakan dengan; 1)Mengemas materi dengan sederhana, 2)Memberikan feed-back pembelajaran, dan 3) Mengonfirmasi proses belajar mengajar peserta didik. Kata Kunci : Masa transisi, Improvisasi, Pendidikan Agama Islam, Peserta didik
Pendidikan Islam Multikultural Pascakonflik di Luwu Utara Abdul Muin Razmal; Muhammad Yaumi; Rusdiansyah Rusdiansyah
IQRO: Journal of Islamic Education Vol 3, No 2 (2020): DESEMBER 2020
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v3i2.1720

Abstract

The results showed that the post-conflict Multicultural Islamic Education that took place in North Luwu seemed to emphasize religious moral values, such as compassion, love, help, respect for differences of opinion, respect for diversity of beliefs, and other attitudes that can create relationships. harmony between faith and culture. Multicultural education instilled in students is awareness of living in cultural diversity in society, respect for human rights, and efforts to minimize prejudice, especially interreligious prejudice that has been built up in North Luwu. All of these achievements are aimed at enlivening a harmonious society in terms of ethnic, religious and cultural diversity. In its implementation, the multicultural paradigm of religious education in North Luwu allows students to appreciate plurality and heterogeneity as well as the consequences of cultural, ethnic, sectarian and religious diversity which are the reality of the North Luwu community. The post-conflict Islamic education model in North Luwu consists of three models, namely through educational institutions both public schools and Islamic institutions, through mass and political organizations, and through Islamic organizations.
Analisis Kritis Terhadap Buku Filsafat Pendidikan Islam Karya Muhammad As Said Seka Andrean; Mahmud Arif
IQRO: Journal of Islamic Education Vol 3, No 2 (2020): DESEMBER 2020
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v3i2.1747

Abstract

Islamic education has been considered the number two education of public education. Starting from aspects of the quality of education to the funding of education itself. In this paper the author analyzes critically the book of Islamic education philosophy by Muhammad As Said. The results of the analysis showed that the book of Islamic education philosophy by Muhammad As Said, did not explain clearly the origin of the philosophy of Islamic education. In the book, it cites and discusses the philosophy of western education. This book also explains that general philosophy has a very close relationship with the philosophy of education because education is the executor of philosophical views and rules in the field of humanitarian experience called education. However, it is not explained the relationship between Islamic philosophy and Islamic education philosophy and has not been clearly seen the basic framework of islamic education philosophy building. The content of the book also discusses more common philosophical issues such as idealism, neoskolatism realism, pragmatism, and existentialism.

Page 1 of 1 | Total Record : 3